Principles gleaned from classroom process-product research, like academic learning time, have been applied to teaching physical education. Research has indicated subject matter taught by providing clear demonstration and cues and progressive practice opportunities can facilitate skill learning. Although research has investigated variables associated with direct instruction in isolation, few studies have attempted to compare direct instruction with conditions where direct instruction is not provided (Sweeting & Rink, 1999). In the present study, 47 kindergarten, 1st, and 2nd grade children were taught a lesson on the standing long jump in one of three conditions; C1) practice only, C2) demonstration, cuing, practice, and C3) direct instruction, which included all elements of the first two conditions + checks for understanding (CFU), corrective feedback, and closure. Teaching scripts and systematic observation of teacher behavior were employed to insure condition fidelity. All children performed four jumping tasks 10 times each. In C1 and C2, teachers’ only interactions with students were to manage task performance. The C3 teacher was permitted to observe, CFU, give feedback, and provide lesson closure. Students were pre- and post-tested on their ability to demonstrate five critical elements of the long jump; 1) knees deeply bent, 2) arms straight back, 3) two-foot take-off, 4) arms extended forward and above head, and 5) two-foot landing. Inter-rater reliability over 90% was achieved for both pre- and post-tests. Stratified randomization based on pre-test scores was used to assign students to conditions. Analysis of pre- and post-test process scores revealed no grade differences, so gain scores were analyzed using a 3 (condition) X 2 (gender) ANOVA. Significant condition (p=.008) and gender (p=.027) main effects were found. Gains for C3 (24.1%) were significantly higher than those for C1 (2.1%), but only slightly better than C2 (15%). Girls achieved greater gains (20%) than boys (7.5%). Students were also post-tested on the recall of four cues used to convey the critical elements; C3 produced the highest scores (92.19%) followed by C2 (65.63%) and C1 (7.81%). These results point to the importance of direct teaching beyond the provision of practice alone and demonstration + cuing, particularly for cognitive learning. The findings also point to the importance of corrective feedback in effective teaching; a finding that has eluded researchers. Future studies need to investigate the relative contributions of various elements of direct instruction that are assumed to be related to effective teaching.